Early child development and care, 2019-10, Vol.189 (12), p.1914-1924
2019
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Details
- Autor(en) / Beteiligte
- Titel
- The development of theory of mind: predictors and moderators of improvement in kindergarten
- Ist Teil von
- Early child development and care, 2019-10, Vol.189 (12), p.1914-1924
- Ort / Verlag
- Abingdon: Routledge
- Erscheinungsjahr
- 2019
- Quelle
- Applied Social Sciences Index & Abstracts (ASSIA)
- Beschreibungen/Notizen
- Theory of mind describes the ability to engage in perspective-taking, infer mental states, and predict intentions, behavior, and actions in others. Theory of mind performance is associated with foundational cognitive and socioemotional skills, including verbal ability (receptive and expressive vocabulary), executive function (inhibitory control and working memory), and emotion knowledge. In a sample of 354 children from low-income households, theory of mind and foundational skills were directly assessed before and after kindergarten. Results indicate emotion knowledge, inhibitory control, and expressive language predicted improvement in theory of mind. Expressive language also served as a moderator such that children with low expressive language failed to improve in theory of mind regardless of initial theory of mind performance.
- Sprache
- Englisch
- Identifikatoren
- ISSN: 0300-4430eISSN: 1476-8275DOI: 10.1080/03004430.2017.1423481Titel-ID: cdi_proquest_journals_2289178593
- Format
- –
- Schlagworte
- Child development, Child poverty, Child psychology, Cognitive Tests, emotion knowledge, Emotional Development, Executive control, Executive function, Expressive Language, Households, Improvement, Inhibition, Inhibitory processes, Kindergarten, Low income groups, Low Income Students, Mental states, Moderators, Pediatrics, Perspective Taking, Predictor Variables, Preschool children, Preschool education, Receptive Language, Self Control, Short Term Memory, Social Development, Social skills, Theory of Mind, Verbal Ability, Vocabulary, Young Children